An Analysis of Grammatical Errors in Writing Recount Text at the Eighth Grade of SMP Negeri 20 Kota Jambi

Asni, Selvia Lisa; Susanti, Susi; Sulistiyo, Urip

doi:10.22437/ijolte.v2i2.5205

Cited by 11 publications

(11 citation statements)

References 2 publications

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“…The grammatical error section is divided into three, namely preposition errors, errors in the use of tenses, and incomplete sentences (Sari, 2019). Selvia & Susi also found four student errors in writing recount text, namely, the error of omission, the error of addition, error of selection, and error of misordering (Asni & Susanti, 2018).…”

Section: Pronoun Errormentioning

confidence: 99%

An Error Analysis of Recount Text Translation by Efl Pre-Service Teachers

Dalimunthe

2021

VIS

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This study aims to identify the errors and to describe the types of errors made by EFL Pre-service Teachers when translating recount texts from Indonesian to English. This research employed a qualitative descriptive method. The subject of this research is the 4th-semester student of the English Education Department, State Islamic University of North Sumatera. This research uses random sampling. The researcher only took data from 2 representatives from each class. The data were taken from translation tests and documentation. Based on the data, it is found that there are 38 and eleven types of errors made by the EFL Pre-service Teacher. The findings show that EFL Pre-service teachers make errors in terms of article error, plural noun error, punctuation error, phrase error, verb error, preposition error, misordering error, pronoun error, noun error, infinitive error, and spelling error. There is some process of the error occurred, namely: hesitates in using an appropriate article, doesn't pay much attention to grammar in the target language, misplaced punctuation, doesn't understand the rules of using the correct preposition and don't understand the use of pronouns in sentences. The causes of errors on EFL Pre-service Teachers in translating Recount Text are lack of motivation and Interlingual transfer/intralingual transfer.

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Section: Pronoun Errormentioning

confidence: 99%

An Error Analysis of Recount Text Translation by Efl Pre-Service Teachers

Dalimunthe

2021

VIS

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“…Compared to errors, mistake is on the opposite. It reflcets occational lapses in performance because they are unable to perform what they know (Asni, Susanti, & Sulistiyo, 2018). But some studies, errors and mistake cannot be recognized easyly, and event the meaning of boths is interchangable.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies

Erickson

2022

JOLLT

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In EFL context, errors analysis is done to illuminate the comprehension to improve learners’ writing processes and products. In grammatical construction, language grammars or structures must reflect the flexibility and conventionality of language usage and language users’ knowledge. This study aimed at identifying errors made by international learners at English studies programs in producing descriptive texts. This study was working in qualitative ways. 13 international learners who took master study of English studies are involved in this study. The sample was taken using purposive random sampling. The gender consisted of 7 females and 6 males. The level of English proficiencies is considered as the same level because the sample was bestowed Indonesian, Brazilian, Malaysian, and South Africa scholarship, in which the international English language testing system was achieved the passing grade. To gain the data, the researcher employed writing tests with asking the sample to describe their home town and families. The data are analyzed using qualitative works, i.e., data condensation, data display, and conclusion. Based on the data analysis, international learners still do some errors in producing descriptive texts. The errors covered omission, addition, selection or mis-formation, and mis-ordering. The errors are caused by misconception and misinterpretation of English. They try to transfer their language knowledge from their native language to their national language, then into target language (English). They have three transferring processes in mind. It is a strong possibility that makes them do some language errors in producing their writing products. Therefore, this study can be concluded that international learners who learn English in foreign countries still do such kinds of errors in producing their writing products.

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“…According to Erdogan (2005), sources of errors are classified into two categories; Interlingual transfer, and Intralingual transfer. Interlingual t r a n s f e r is produced by learners of the second or target language in the process of acquiring a second language as a result of language transfer from native language to target language (Brown cited in Asni and Susanti, 2018). Intralingual transfer is caused by negative/wrong transfer of the target language to the target language itself (Tamimi in Khresheh 2016) To investigate the errors, the study takes student's writing made by the firstyear students of the Statistics Department of IST AKPRIND Yogyakarta.…”

Section: Introductionmentioning

confidence: 99%

Common Grammatical Errors in Students’ Writing (A Case Study of the First-Year Students of Ist Akprind Yogyakarta)

Ambawani

2022

Jurnal, Pendidikan

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This study is intended to find out and describe grammatical errors made by the first-year students of the Statistics Department of IST AKPRIND Yogyakarta. This study uses a descriptive qualitative method. The data are taken from 30 students’ writing on free topics. The grammatical found are classified based on the surface strategy taxonomy proposed by Dulay et. al. (1982): they are omission errors, addition errors, misformation errors, and misordering errors. The results of the data analysis showed that there were 558 errors of 206 sentences taken from 30 writing that consist of 44.09% misformation errors, 27.06%, omission errors, 22.35% addition errors, and 4.92% misordering errors. From these findings, it was concluded that grammatical errors were caused by interlingual and intralingual interference. Therefore, teachers are suggested to give more emphasis on the structure of English which is different from Bahasa Indonesia, and pay more attention to the structure of the language that is considered difficult.ist

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An Analysis of Grammatical Errors in Writing Recount Text at the Eighth Grade of SMP Negeri 20 Kota Jambi

Cited by 11 publications

References 2 publications

An Error Analysis of Recount Text Translation by Efl Pre-Service Teachers

An Error Analysis of Recount Text Translation by Efl Pre-Service Teachers

An Analysis of Writers’ Errors in Producing Descriptive Texts; Intercultural Studies

Common Grammatical Errors in Students’ Writing (A Case Study of the First-Year Students of Ist Akprind Yogyakarta)

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